OPINION: Gratitude for APS personnel who made my son a priority

When the topic of New Mexico’s public schools comes up, the conversation often turns negative. Year after year, we hear the same discouraging headlines: Our state ranks at the very bottom in national education. According to the latest Annie E. Casey Foundation’s Kids Count Data Book, New Mexico ranks 50th in education outcomes for children.

But my experience this year as the parent of a child with autism tells a different story, one that deserves to be heard.

Just weeks ago, my family transitioned away from 32 hours a week of Applied Behavior Analysis therapy services at Proud Moments. I reached out to Albuquerque Public Schools looking for a solution to integrate my son into the school system. From the very beginning, I was met not with bureaucracy or delay, but with care and a willingness to help.

I initially asked about the Eubank location, which specializes in supporting students with significant disabilities. Instead, I was told that APS’s first goal is always to place students in the least restrictive environment, a guiding principle in special education that ensures children with disabilities are educated alongside their peers as much as possible.

Because we live in the district, APS connected us to Chaparral Elementary. My son was placed in Mrs. Ruby’s class, which supports children with disabilities who are verbal. While I appreciated the effort, I knew his Level 2 autism diagnosis required more one-on-one services, something his primary care physician also emphasized may be needed for his lifetime.

When I raised these concerns, Vice Principal Gloria Lopez explained that the process of securing services normally takes about six weeks. This process is called an Individualized Education Program (IEP), a legally binding plan developed for public school students with disabilities to outline specific supports, accommodations and educational goals.

But to my surprise, APS prioritized my son’s case. Several staff members convened for his IEP meeting and together they determined that he should be moved immediately into a Level 3 classroom. The very next day, he began learning in Mr. Matt Sandoval’s class, where seven students are supported by four staff members.

The results have been nothing short of remarkable. Each morning, my son runs into school, excited to participate and learn. For any parent of a child with disabilities, that sight is priceless.

That’s why I want to take a moment to thank APS. Too often, the narrative about public education in New Mexico is negative, but my family’s story is proof that there are dedicated, compassionate and passionate professionals in our schools making a real difference every day.

This week, the Journal reported that autism diagnoses have increased by 300%. That reality should make all of us stop and think about how we are supporting children and families in our community. APS showed me what is possible when a system is staffed by people who care deeply and act quickly.

So I ask: Why is the narrative always so critical of our public schools? Shouldn’t we instead examine whether parents are pushing hard enough for resources, advocating for their children and staying engaged in the process? Maybe the real story is that collaboration, between parents, educators, administrators and the broader community, is what it will take to lift our children up.

My son’s journey is still unfolding, but I know this: APS listened, acted and gave him the support he needs. For that, I am deeply grateful.

It is time we balance the conversation. Yes, New Mexico must confront its challenges in education. But let’s not overlook the good news when it is right in front of us.